In this unit, we have taken a closer look at writing as a craft. We have revisited the writing process and methods for invention, we have examined informal logical fallacies, and we have discussed paragraph cohesion.

For this writing, think about your past experiences with writing (which may include the experiences you have had in this course). What advice about writing did you find most helpful? Why? Please explain the context that led to this advice. You may also tell more than one story about your writing experiences.

The objective of your discussion is to consider the advice of other writers and how we can always improve our writing by listening to others. Further, you are sharing that advice with your reader by reflecting upon the experience.

Remember, as always, that this writing should be a positive and constructive experience. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience.

Your response should be at least 200 words. No references or citations are necessary.

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Policy practitioners should know that being forewarned is being forearmed. You should know how to diagnose an audience, develop a persuasive strategy, have a “tactics tool bag” for dealing with difficult or expert audiences, and know how to develop non-confrontational communication methods with audiences when necessary. In short, you need to know how to skillfully defend the creative policy proposal you are about to present and how to talk to policy makers who may not be interested in the issues you are presenting.

In this Small Group Discussion, you explore and analyze strategies and ideas for presenting policy proposals.

To Prepare: Think about strategies you can use to persuade others who might not share the same concerns about your issues or your policy proposals. Think about how you might defend your position on an issue or a policy and get them to agree with your perspective. Review Chapter 9 of your text, paying special attention to the section entitled “Combative Persuasion in Step 5 and Step 6” from pages 286-292.

Post your responses to the following question presented for your small group discussion:

Policy advocates sometimes find themselves discussing the needs of vulnerable populations with less-than-sympathetic groups of policy makers. Vulnerable populations might include families living in poverty, individuals with histories in the criminal justice system, or groups who have recently immigrated.

• How might you communicate the needs of vulnerable populations to policy makers who may not share your views about the need for services?

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references. Be detailed in response and use 3 APA references

Reference

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

• Chapter 9, “Presenting and Defending Policy Proposals in Step 5 and Step 6 of Policy Analysis” (pp. 284-326)

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Developmental Sexuality

Identify three topics related to developmental psychology or to psychology across the life span that are of personal interest to you or are related to your professional career. Explain your choices. Then highlight two or three issues within each topic, and identify two or three resources that will be helpful for you in addressing each topic. Remember to support your post by incorporating the assigned resources into your response.

Aging Changes

From the required readings, identify four topics about physical changes in men and women as a result of aging that relate to your personal interests or your future work. Explain why you selected these topics, and discuss how each of these changes might affect the sexual activity and sexuality of an older adult. Then highlight two or three current or controversial issues within each topic, and identify one external resource to help you address one of these issues. Remember to support your post by incorporating the assigned resources into your response.

They require thorough answers on the topic and “at least one peer-reviewed scholarly journal article, preferably a research article”.

Below is the Book/chapters

Use your textbook and the Capella library to complete the following:

• In your LeVay and Baldwin text, Human Sexuality:
  • Read Chapter 6, “Sexual Development,” pages 153–190.
  • Read Chapter 13, “Sexuality Across the Life Span,” pages 407–446.
• Read Deacon, Minichiello, and Plummer’s 1995 article, “Sexuality and Older People: Revisiting the Assumptions,” from Educational Gerontology, volume 21, issue 5, pages 497–513.

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Review the following case analysis from pages 397-398, which is reproduced below for your convenience.

Please answer the following “case questions,” in 1-3 paragraphs per question.

Answer the following questions, assuming you have been contacted to provide this training.

1. Would a TNA be needed in this situation? Why or why not? If yes, who would you want to talk to?

2. Based on the case as presented earlier, what KSAs need to be trained?

3. Why has the commission insisted on training for the whole company when the problem is clearly only Mr. Pettipas? Elaborate.

4. For the training to be effective, what other things do you think need attention?

5. What would you suggest in the way of evaluation of the training? How would you convince top management that it would be worth it?

Your answers should be in paragraph form and should cite outside authority where appropriate.

ALL IT TAKES IS FOR GOOD MEN TO DO NOTHING

In 1987, Ms. Dillman was hired by IMP to work in Hangar 3 at North American International Airport as a seamstress in their fabric shop. After six months, the workload dropped, so Ms. Dillman approached her supervisor and asked for additional responsibilities. He sent her to the sheet metal shop. A number of months passed, and she approached the supervisor and asked if her classification could be changed from fabric worker to sheet metal technician; he complied.

At 20 years of age, she was the only woman out of about 100 employees working in Hangar 3. She often received special attention in terms of help and guidance, which she indicated she appreciated. But it was a male- dominated environment, and the language was crude and vulgar. Having pictures of naked women in the locker room was prohibited, but such pictures were posted and little was done about it. There was also evidence that in apprenticeship programs, men received extensive training, whereas women in the same programs received minimal training.

Mr. Pettipas was a long- time employee at IMP. In 1989, Ms. Dillman was assigned to work for him, and he was to provide her with on- the- job training. The first problem arose when Ms. Dillman made a mistake. Mr. Pettipas erupted in a torrent of verbal abuse directed at her. No one had ever heard him act so inappropriately. The incident caused Ms. Dillman to ask if she could be reassigned; the request was granted. When Mr. Pettipas was working in other hangars, things went fine. But when Mr. Pettipas was in her vicinity, he always made snide comments and insinuations. On one occasion, he screamed at her, calling her a tramp and troublemaker. He said she was not welcome in the workplace. Whenever he went by her, he would say something derogatory. By 1990, everyone in Hangar 3 knew of the situation between the two employees.

In late 1990, a series of meetings between Pettipas, Dillman, a company representative, and a union representative were held in an attempt to de-fuse the situation. But Mr. Pettipas refused to admit that he had done anything wrong. The union representative and manager involved agreed that a warn-ing letter would be placed in Mr. Pettipas’s file relating to his treatment of Ms. Dillman, and it would remain there for two years. In response, Mr. Pettipas went to see Mr. Rowe, the president and CEO of IMP, and convinced him to remove the letter. Mr. Pettipas then went around the hangar bragging to everyone that he had won.

All this had a devastating effect on Ms. Dillman, and in early May of 1991, she went on long-term disability for a few months. When she returned, she met with the HR manager to discuss the difficulty with Mr. Pettipas. He suggested that she take more time off, which she did.

In January of 1992, Ms. Dillman was trans-ferred to another hangar, where she was involved with airframe construction. In the nine months she was there, the supervisor often complimented her on the quality of her work. None of her work was ever rejected. Then she received word that she was being transferred back to Hangar 3. Even though her own supervisor had nothing but praise for her work, the director of aircraft maintenance had given the order because “ her work was not up to stan-dard.” When she questioned the director, he gave no specifics. When she indicated the problem re-garding going back to Hangar 3, he promised to look into it. Nothing happened and she was sent back to Hangar 3.

She filed a complaint with the Nova Scotia Human Rights Commission. As a result of the com-mission’s findings, IMP had to pay Ms. Dillman about $ 30,000. IMP was also ordered to provide training to all employees, on company time.

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